Generative AI in Graduate Education: Student Experiences, Critical Thinking, and Academic Practice
DOI:
https://doi.org/10.5281/zenodo.18861155Keywords:
Generative AI, Graduate education, Academic practice, Critical thinking, AI literacy, Academic integrity, Cognitive scaffoldAbstract
The rapid integration of generative artificial intelligence (GenAI) tools such as ChatGPT, Copilot, and Bard is reshaping graduate education by transforming academic writing, research practices, and scholarly engagement. This study explores how Philippine graduate students experience and interpret the use of GenAI in their academic work, with particular attention to perceived benefits, limitations, ethical concerns, and its influence on scholarly practice and academic identity. Using a qualitative descriptive design, twelve graduate students (six Master’s and six PhD students) with prior experience using GenAI participated in semi-structured interviews. Data were analyzed through thematic analysis, revealing that GenAI functions as a cognitive scaffold that enhances efficiency, reduces cognitive load, and supports idea generation, content organization, and academic writing refinement. Participants reported significant productivity gains and creative stimulation; however, they also expressed concerns regarding output accuracy, risks of overreliance, and academic integrity implications. Structural challenges, including subscription costs and the limited contextual relevance of AI-generated responses, were also identified. Notably, differences emerged between master’s and PhD students: master’s students emphasized operational efficiency, whereas PhD students highlighted verification practices, originality, and intellectual independence. Overall, the findings indicate that GenAI is neither purely facilitative nor detrimental; rather, its impact depends on students’ critical AI literacy, ethical awareness, and self-regulatory capacity. This study underscores the need for institutional policies and curricular initiatives that promote responsible AI integration while safeguarding academic rigor, authenticity, and the development of higher-order thinking skills in graduate education
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